<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000105010</article-id>
<article-id pub-id-type="doi">10.18593/r.v46.27199</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias docentes, casos relevantes en la práctica docente y formación de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching experiences, relevant cases in teacher practice and teacher training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Experiências de ensino, casos relevantes na prática de ensino e formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sic]]></surname>
<given-names><![CDATA[José Enrique Cortez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivas]]></surname>
<given-names><![CDATA[Oscar Hugo López]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crispin]]></surname>
<given-names><![CDATA[Haydee Lucrecia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de San Carlos de Guatemala Escuela de Formación de Profesores de Enseñanza Media Instituto de Investigaciones Educativas, integrante]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Guatemala</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de San Carlos de Guatemala Escuela de Formación de Profesores de Enseñanza Media Instituto de Investigaciones Educativas, Director.]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Guatemala</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de San Carlos de Guatemala Escuela de Formación de Profesores de Enseñanza Media Instituto de Investigaciones Educativas, integrante.]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Guatemala</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000105010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000105010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000105010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The work brings to the reflection relevant pedagogical practices, assumed as "teaching cases" in the framework of the continuous training with which the aforementioned teachers pass, and that were identified, valued and analyzed from a selection process intended to excel in his university training in the Academic Program for Teacher Professional Development; hereinafter PADEP-D, from the University of San Carlos de Guatemala and because there are nine (9) female students who work as teachers in the public sector at the pre-primary and primary educational levels, and strive to improve their teaching practice, attending to PADEP-D. These teachers have been accompanied in their educational establishments through pedagogical consultancies and based on the identification of their innovative actions in their practice in the classroom, they act as subjects of systematization of these experiences. The university training program ensures a historical record at the service of the new generations of teachers who, by consulting these documents, will find enriching experiences for the continuous improvement of the educational system. The purpose of this research lies in the visibility of teachers who are professionalized and transcends their work as educators to change the traditional forms of work in the classroom and in the community. The methodology used in framing the conducting of interviews, with a semi-structured questionnaire, as well as the analysis of the content of the reports of the improvement plans involved in the academic unit as a requirement to complete the formal stage of their continuous training. Before presenting these relevant experiences, a brief overview of the initial and continuing training of teachers in Guatemala is documented by way of introduction, in particular the implementation of a consensual strategy between organized Guatemalan teachers and the University of San Carlos de Guatemala to through the High School Teacher Training School, who acted as mediators for the Ministry of Education, reaching unthinkable agreements that facilitated the implementation of measures to improve teacher training and also actions that constituted basic reforms for education in the country. In education, medium and long-term results are valued, and these transformations have been implemented for more than a decade. In this analysis, the evidence that arises from this process stands out from the experience of the teachers whose training was developed in the field of the Academic Program for Teacher Professional Development, which resulted from those consensuses reached between the organized teaching profession and the State University and the which the Ministry of Education assumed as its own to execute it.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O trabalho traz à reflexão práticas pedagógicas relevantes, assumidas como "casos de ensino" no quadro da formação continuada por que passam os referidos professores, e que foram identificadas, valorizadas e analisadas a partir de um processo seletivo intencional por sobressair em sua formação universitária no Programa Acadêmico de Desenvolvimento Profissional Docente; doravante denominada PADEP-D, da Universidade de San Carlos da Guatemala e por ser nove (9) estudantes mulheres que atuam como professoras no setor público nos níveis de educação pré-escolar e fundamental, e se esforçam para melhorar sua prática docente, atendendo para PADEP-D. Essas professoras têm sido acompanhadas em seus estabelecimentos de ensino por meio de consultorias pedagógicas e, a partir da identificação de suas ações inovadoras em sua prática em sala de aula, atuam como sujeitos de sistematização dessas experiências. O programa de formação universitária garante um registo histórico ao serviço das novas gerações de professores que, ao consultar estes documentos, encontrarão experiências enriquecedoras para a melhoria contínua do sistema educativo. O objetivo desta pesquisa está na visibilidade de professoras que se profissionalizam e transcendem seu trabalho como educadoras para mudar as formas tradicionais de trabalho em sala de aula e na comunidade. A metodologia utilizada marca a realização das entrevistas, com um questionário semiestruturado, bem como a análise do conteúdo dos relatórios dos planos de melhoria apresentados à unidade académica como requisito para a conclusão da fase formal da sua formação contínua. Antes de apresentar essas experiências relevantes, é documentada como introdução uma breve visão geral da formação inicial e contínua de professores na Guatemala, em particular a implementação de uma estratégia consensual entre os professores guatemalenses organizados e a Universidade de San Carlos da Guatemala através da Escola de Formação de Professores de Ensino Médio, que atuaram como mediadores ante o Ministério da Educação, alcançando acordos impensáveis que facilitaram a implementação de medidas para melhorar a formação de professores e também ações que constituíram reformas básicas para a educação no país. Na educação, valorizam-se os resultados de médio e longo prazo, e essas transformações vêm sendo implementadas há mais de uma década. Nessa análise, se destaca a experiência dos docentes cuja formação foi desenvolvida no âmbito do Programa Acadêmico de Desenvolvimento Profissional Docente, o qual surge desse consenso alcançado entre os professores organizados e a Universidade Estadual, os quais o Ministério da Educação assumiu como próprio para executá-lo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[prácticas relevantes en el aula]]></kwd>
<kwd lng="es"><![CDATA[casos de enseñanza.]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[relevant classroom practices]]></kwd>
<kwd lng="en"><![CDATA[teaching cases.]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[práticas de sala de aula relevantes]]></kwd>
<kwd lng="pt"><![CDATA[casos de ensino.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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